Page 135 - Secondary school students’ university readiness and their transition to university Els van Rooij

Chapter 5
5.4 Research questions
is study sought to identify meaningful groups of secondary school students who shared the same characteristics on the dimensions of engagement – behavioural, cognitive, and intellectual – and to determine how these groups di ered in academic adjustment and achievement in university. rough this pro ling, insight is gained into individual di erences in engagement and into how the di erent combinations of the three dimensions of engagement in high school would predict success in university. Our research thus was guided by two main questions:
1. Which student pro les emerge in the last grade of secondary school from the indicators of behavioural, cognitive, and intellectual engagement?
2. How do these groups di er one year later in their academic adjustment and achievement in university?
Figure 5.1 provides an overview of the design of the study.
Indicator variables G12 pre- university education
Behavioural engagement
- Behavioural engagement - Self-efficacy: effort
Cognitive engagement
- Surface learning
- Deep learning
- Metacognition
- Self-regulated learning
Intellectual engagement
- Need for cognition
- Academic interest
- Self-efficacy: understanding
Outcome variables year 1 university
Achievement
- GPA - ECTS
Academic adjustment
- Motivation
- Application - Performance - Environment
Engagement profiles G12 pre- university education
Figure 5.1 Design of the study
5.5 Method
5.5.1 Sample
e sample that was used to answer the rst research question consisted of 669 grade 12 pre-university students from 11 schools in the Netherlands. ey lled out
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